REGISTER NOW “Each local school division will be required to complete and report the results of an inclusive practice self-assessment and action planning instrument once every three years, commencing no later than the start of the 2022-2023 school year. Each school division will report the results of its assessment and plans for improvement to the Virginia Department of Education (VDOE) and to its (i) division superintendent; (ii) special education director; and (iii) chairs of its local school board and local special education advisory committee.”
-Superintendent’s Memo #207-21
The K-12 Inclusive Practices Guide reminds us that, “almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible.” Receiving behavioral and instructional that support to students’ individual needs and differences can make it possible for students with disabilities to be successful in the general education curriculum.
To support school divisions in the completion of the self-assessment and action plan, there are several resources available to your planning committee.
1. Virginia Inclusive Schools Planning Guide, Inclusive Practices in Successful Schools: Assessing Progress and Future Steps is a planning guide that includes: the assessment inclusive practices, current status, action steps and evidence of success. It is available to assist school divisions looking to improve inclusive practices and outcomes for students with disabilities.
2. Virginia Inclusive Practice Action Planning Tool-Participant Resources, Supt’s Memo-July 2021 , a helpful planning tool that contains a list of self-assessment “Indicators” with “Action Steps to Consider” and “Resources”. Example:
- INDICATOR: A Clear and Consistent Vision and Vocabulary for Inclusive Schools
- ACTION STEPS TO CONSIDER: Gain information regarding staff/faculty perceptions of inclusive practices, expectations for diverse learners, including students with disabilities and staff perceptions of personal skill levels related to inclusive practices. This will provide baseline data and the opportunity to capture progress regarding attitudes and perceptions on an annual or every two-year basis. Share the results at a faculty meeting and provide opportunities to discuss results and implications for future action steps.
- RESOURCES: Faculty Survey; People First Language; A Conversation About Inclusion; Inclusive Schools Network
3. K-12 Inclusive Practices Guide a VDOE resource, available to assist school divisions looking to improve inclusive practices and outcomes for students with disabilities.
4. VDOE Inclusive Practice Webpage Tutorials, Practice Guide, Resources, etc.
5. VDOE Early Childhood Inclusive Practices Webpage with information about Inclusive Placement Opportunities for Preschoolers (IPOP).
Register Now: Join the TTACs at ODU and William & Mary for:
INCLUSIVE SPECIAL EDUCATION PRACTICES FOR SCHOOL ADMINISTRATORS
This series will address: The Power of Presuming Competence; Special Education Law; IEP Basics; Addressing Behavior in the Classroom; Master Scheduling; Instructional Practices; Tools & Tips for Unlocking Student Potential
